Topic: Farm Case Study Stage of Learner: Stage 6

Date: Friday, 4/8/16 Location: Classroom 10

Time: 75 minutes Number of students: 20

Outcome Description Elaboration Assessment

P1.1 describes the complex,
dynamic and interactive nature of
agricultural production systems
Within this lesson, students examine • Teacher observations of student
several farm case studies and exchange engagement and collaboration in
information about the similarities and creating a snapshot poster.
differences between two or more Australian
• Contribution and insight developed
beef farms. In small groups, students
through the class discussion.
construct a snapshot poster using an
online design program named Lucid Press. • Snapshot posters uploaded to the class
Students also gain knowledge and Edmodo page.
understanding of the assessment
requirements.

CCP: Sustainability Subject specific concepts and skills:

GC: Literacy, personal and social • Examples of Australian beef production farms.
capability
• Types and availability of physical and biological resources on Australian beef
production farms.

Quality Teaching Elements (lesson focus).

Intellectual Quality: This refers to pedagogy focused on producing 1.1 Deep knowledge 1.4 Higher-order
deep understanding of important, substantive concepts, skills and 1.2 Deep thinking
ideas. Such pedagogy treats knowledge as something that requires understanding 1.5 Metalanguage
1.3 Problematic 1.6 Substantive
active construction and requires students to engage in higher-order
knowledge communication
thinking and to communicate substantively about what they are
learning.

Quality Learning Environment: This refers to pedagogy that 2.1 Explicit quality 2.4 Social Support
creates classrooms where students and teachers work productively criteria 2.5 Students’ self
in an environment clearly focused on learning. Such pedagogy sets 2.2 Engagement regulation
2.3 High Expectations 2.6 Student direction
high and explicit expectations and develops positive relationships
between teacher and students and among students.

Significance: This refers to pedagogy that helps make learning 3.1 Background 3.4 Inclusivity
more meaningful and important to students. Such pedagogy draws knowledge 3.5 Connectedness
clear connections with students’ prior knowledge and identities, 3.2 Cultural 3.6 Narrative
knowledge
with contexts outside of the classroom, and with multiple ways of
3.3 Knowledge
knowing all cultural perspective.
integration

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How the quality teaching elements you have identified are achieved within the lesson.
Teaching Element Indicators of Presence in the Lesson

Substantive Students sustain peer communication and interactions during the construction of their
communication snapshot poster. Teacher is also able to sustain communication throughout class
discussions through inquiry questions.

Students’ self Students demonstrate autonomy in their selected roles during the Jigsaw activity.
regulation

Knowledge Students show the ability to integrate their prior knowledge and skills in drawing out
integration information from online sources and transferring the information into a poster.
Significant connections between the classroom activities and the assessment are also
explicitly stated by the teacher.

Legend
Differentiation Student Task Inquiry Question/Checking for Understanding

ICT Resource Teaching Points

T/S
Time Teaching and Learning Actions Organisation
Centred

0-5 PRIOR TO ENTERING THE ROOM Classroom Layout: T

mins Instruct students to line up quietly outside the room in preparation for • Tables are grouped so that
learning. students can sit in groups of
four. [O][O]
HOOK - Innovative Cattle Stations [0:45-4:20mins] [O][O]
Mark the roll. Set aside assessment tasks for absent students.
Resources:

LESSON OBJECTIVE • Class roll

After viewing that brief clip, what do you think we’re focusing on Hook:
this lesson? https://www.youtube.co
The teacher orally presents the lesson objective; Following on from our m/watch?v=pdISOUfd4fo
previous lessons, today we’re going to ‘dig a little deeper’ and explore
]
specific Australian beef enterprises. You’re going to starts describing the
dynamic and interactive nature of an agricultural system, in this case, a PowerPoint presentation
beef farm. Then we’re going to read through and unpack the requirements
of the assessment task.

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5- JIGSAW ACTIVITY: EXPLORING AUSSIE BEEF FARMS Resources: S
30min In groups of four, students explore a selected farm case study. The teacher Laptops (class set)
s explains what to include in the poster using the example in the PowerPoint
PowerPoint presentation
presentation.
Using your Lucid Press account, create a Snapshot Poster about Class Edmodo Page

your farm. Upload your finished product to the class Edmodo page. [Group Code: xcw6gu]

Allow each group to select their role. Farm case studies from
Meat Livestock Australia
Student Roles: Scribe, Expert, Investigators
[Link:
Facilitate the activity by moving from group to group, check
http://virtualfarm.mla.co
understanding through questions and provide extra support for students
m.au]
in need, particularly for EAL/D students.

30-40 JIGSAW ACTIVITY: EXPERT PRESENTATIONS Resources: S

mins Select two students to hand out the worksheet. • Worksheet - Basic
Remind the Scribes to upload their Snapshot Posters to the class Comparisons (x25)

Edmodo page.
Each Expert remains with their pamphlet and all the other group members
disperse to another group.
Due to the number of students in the class, ensure that each group is
even and students from the same group should not be together at this
point of the activity.

Experts present their case study to their newly formed peer group.

The audience completes their Basic Comparisons worksheet and are

encouraged to ask questions about the case study.

40-45 CLASS EVALUATION S

mins The teacher facilities a open discussion about the farm enterprises.
Ensure students do not move back to their original seats as these
groups will form the groups for Part A of the assessment task.
What are some of the similarities between the farms?
What are some of the differences between the farms?
How do you think the region of your farm effects how the types of
farm practices on your farm?

45-50 LINK TO LESSON OBJECTIVE Resources: T

mins How do you think the Jigsaw activity links to our objective for today? PowerPoint presentation
[A. Students are starting to unpack the dynamic and interactive
nature of beef enterprises].
Using the PowerPoint presentation, the teacher explicitly states how
students achieved aspects of the lesson objective.

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50-55 ASSESSMENT TASK NOTIFICATION Resources: T/S
mins Ask two student helpers to handout the assessment task and • Assessment task
marking criteria to their peers. notifications (including
Overview of the task marking criteria)
Using the PowerPoint presentation, the teacher presents an overview of PowerPoint presentation
the task (includes context, weightings, due dates and technological
options).

Highlight the due dates.

55-65 ASSESSMENT TASK NOTIFICATION: PART A

mins The teacher summaries the purpose of Part A. For example, Part A is a
presentation where your group presents your farm case study through one
of the program options. You need to include these important points;
property description, types of enterprises on the farm and availability of
resources on the farm.
Read-Along strategy; Starting from Student A, ask them to read out
the first sentence of PART A of the assessment task. Student B then
reads the next sentence, and so on till all of PART A is read aloud.
What is meant by the term ‘location’? [A. Where is the farm; Is
based in the Southern Highlands of NSW, Northern Queensland?]
What is a ‘topographic map’ and where can I find this? [A. A birds-
eye view of the farm with contour lines and natural and man-made
features such as water-ways and roads]
What are two types of enterprises that can be apart of any one
farm? [A. Animal and plant enterprises. Maybe your farm only has
an animal enterprise whereby the beef cattle graze on natural
pastures for most of the year. On the contrary, your farm might
include a combination of animal and plant enterprises where the
farm grows grains specifically for cattle feed. You will have to clearly
identify these differences in your presentations.]
What are some examples of physical and/or biological resources?
[A. Physical: climate, soil types, technology and machinery used on
the farm. Biological: Management personnel involved in the farm,
weeds, pests, diseases.]
Biological resources also include human resources.

This is a group task so you will be marked as a group.

You will be allocated class time to work on this section.

65-70 ASSESSMENT TASK NOTIFICATION: PART B and PART C

mins Using the PowerPoint presentation, the teacher briefly outlines the
requirements for Parts B and C of the assessment task as time is allocated
in future lessons to go through these parts in more detail.

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 70- GROUP ALLOCATIONS FOR ASSESSMENT TASK (PART A) Resources: S
75min Students should be seated in their random jigsaw groups. These form • Group slips
s
the groups for Part A of the assessment task.

Advise students that their farm case study have been pre-determined
by the teacher.
The teacher hands out one Group Slip per group.

Write down the names of your group members on the group slip.
Record your farm case study in your work book. Hand back the
completed group slips to the teacher.
What do you think you can use to help you being your
presentations? [A. The peer snapshot posters].

CONCLUSION Resources: T
The teacher reassure students that they will be successful in completing PowerPoint presentation
the assessment task and in a way, they have already started working on
them through today’s case study activity.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Presenting a pre-assessment activity before explaining the assessment task for the unit enables students to
better understand what is required for the task. Their success in the pre-assessment activity also build their
confidence in completing the summative assessment task.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P1.1 describes the complex, dynamic and Observations of student engagement and collaboration in creating a
interactive nature of agricultural production snapshot poster. Contribution and level of insight during class
systems discussion. Submission of snapshot posters to the class Edmodo page.

Other considerations
Complete the table blow by inserting the AITSL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
Graduate Standards Evidence within this lesson

4.1.1 Identify strategies to support Students choose their desired roles during the Jigsaw activity. Students engage
inclusive student participation and in small group conversations before progressing to whole-class conversations
engagement in classroom activities. to support engagement and improve knowledge sharing.

2.6.1 Implement teaching strategies Students use several ICT software and programs to enhance their learning
for using ICT to expand curriculum oppruntities during this lesson. For example, students engage with virtual
learning opportunities for students. farms to unpack key content knowledge and transfer this learning to create
digital posters.

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WHS: What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy - outline the key considerations
that are to be applied in this lesson.
When presenting this lesson, the teacher should consider student posture when working on laptops.
Ensure each student is sitting upright on their chair with the laptop at a comfortable distance from their
upper limbs. Encourage students to place their feet flat on the ground when using laptops.

References
MLA. (2016). Virtual Farms. Meat Livestock Australia. Retrieved from http://virtualfarm.mla.com.au

Resources
(presented on following pages)

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Pre-Lesson PowerPoint Presentation

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Resources continued on following page.

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Page 10 of 11
Worksheet - Basic Comparisons

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